Hiebert Lindsey, Rojas Raúl, Iglesias Aquiles
Department of Communication Sciences and Disorders, Northern Arizona University, Flagstaff.
Department of Speech-Language-Hearing: Sciences and Disorders, University of Kansas, Lawrence.
Lang Speech Hear Serv Sch. 2025 Jul 16;56(3):807-822. doi: 10.1044/2025_LSHSS-24-00120. Epub 2025 Jun 9.
This longitudinal study investigated the impact of different academic programs of primary language instruction (Spanish or English) on the dual language development of Spanish-English bilingual children. Types of academic settings offered to bilingual students as well as differing views and outcomes based on language of instruction are outlined.
Narrative retell language samples from 90 typically developing Spanish-English bilingual children elicited across six consecutive academic semesters from the fall of kindergarten to the spring of second grade were used to estimate Spanish and English language skills (grammar and lexical diversity) longitudinally. Participants academically instructed primarily in English ( = 45) were matched to primarily Spanish-instructed participants by age, gender, maternal level of education, and family income level.
The estimates of conditional growth curve models indicated that bilingual children differed in their rates of Spanish and English oral language development as a function of their primary academic language of instruction. Loss of Spanish grammatical skills was estimated for English- and Spanish-instructed participants.
A wide range of expressive language skills and differing rates and directions of growth is present in typically developing bilingual children. The language of instruction explains some of the variability seen. These take-home findings should be considered in clinical assessment of dual language learners to avoid misdiagnosis of language impairment.
本纵向研究调查了不同的母语教学学术项目（西班牙语或英语）对西班牙裔-英语双语儿童双语发展的影响。概述了为双语学生提供的学术环境类型，以及基于教学语言的不同观点和结果。
从90名发育正常的西班牙裔-英语双语儿童中收集了叙事复述语言样本，这些样本是在从幼儿园秋季到二年级春季的连续六个学术学期中收集的，用于纵向评估西班牙语和英语语言技能（语法和词汇多样性）。主要接受英语教学的参与者（n = 45）与主要接受西班牙语教学的参与者在年龄、性别、母亲教育水平和家庭收入水平方面进行了匹配。
条件生长曲线模型的估计表明，双语儿童的西班牙语和英语口语语言发展速度因其主要的学术教学语言而有所不同。估计接受英语和西班牙语教学的参与者的西班牙语语法技能有所下降。
发育正常的双语儿童存在广泛的表达性语言技能以及不同的增长速度和方向。教学语言解释了所观察到的一些变异性。在对双语学习者进行临床评估时应考虑这些实际发现，以避免误诊语言障碍。
